Comparative analysis of the effectiveness of teaching strategies on students’ physical fitness in physical education lessons
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https://doi.org/10.17979/sportis.2025.11.4.11976Abstract
Effective teaching methods in physical education is crucial for achieving positive outcomes, nonetheless research on the impact of evolving strategies remains limited. This study compares three physical education teaching strategies among Tunisian secondary students, focusing on their impact on physical fitness. The current research employed a reflective observational design over three school trimesters, each implementing a distinct teaching strategy: controlled, motivational, and creative. Physical fitness indicators was assessed using six indicators (BMI, flexibility, vertical jump, shuttle run, long jump, push-ups) and analyzed with a mixed ANOVA model. In 2024, 67 students (32 boys, 35 girls) and aged between16 and 18 years completed six physical fitness tests. Significant differences were found in the overall training effectiveness for all students across vertical jump (p < 0.001, η² = 0.183), flexibility (p < 0.001, η² = 0.028), and 10 x 5m shuttle run (p < 0.001, η² = 0.033). Post-hoc analyses revealed that creative teaching was the most effective strategy for improving physical fitness, while motivational teaching was less effective, especially in showing poorer results in improving shuttle run performance. Gender-specific analysis revealed significant effects for flexibility (p < 0.001, η² = 0.026) in girls and push-ups (p < 0.001, η² = 0.030) in boys, with creative teaching again yielding superior results in these areas compared to other strategies. Finally, these findings show that motivational teaching encourages behavior, controlled teaching relies on oversight, and creative teaching fosters innovation and creativity. Advanced teaching strategies should tailor interventions to diverse fitness outcomes and individual behaviors.
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